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Self-Study: Positive and Negative Effects of Colonialism in Africa

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Scramble for Africa

46. LESSON:

Pre-reading - read the first part about the Scramble for Africa

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Scramble for Africa - sources (economic benefits)

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Colonialism and Imperialism

45. LESSON:

In class:

- what is the difference between colonialism and imperialism?

- what is Social Darwinism

- reasons for colonialism + sources:

1) economic
2) ideological
3) exploration + fame
4) political

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Video: here

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Presentation 3

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Literature during the Unification of Germany.pptx

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Presentation 2

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Presentation 1

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43-44. LESSON:

German Romantism Project

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42. LESSON:

How these terms were use i romantism?

Individuality

National character

Nationality

Universality

State

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Key features of Romanticism and Nationalism

41. LESSON:

1) Source of inspiration:

a) history (national history)

b) myths & legends

2) Motives:

a) ancient history (= peak of civilisation)

b) medieval history (= noble aspects - courage, honor,

self-sacrifice etc.)

c) wild landscape

d) ruins (medieval castles, ancient temples etc.)

e) war scenes

3) Noble examples:

a) national heroes

b) brave soldiers

c) national symbols

d) national unity

e) independence fight

f) noble barbarian

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Bismarck and Unification of Germany

37. LESSON:

In class:

Q: To what extent was the contribution of Bismarck to German unification the most important factor?

- read this text and make notes

- note the specific information you will use in your essay (remember: this text does not have a proper structure of pre-IB essays)

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Bismarck and Unification of Germany

36. LESSON:

In class:

First text:

How Realpolitik was Otto von Bismarck?

1. What wisdom about leadership does Bismarck offer in this section of his memoirs?

2. How does his approach differ from his contemporaries (the king) and his predecessors (Napoleon)?

3. Do his memoirs agree with the assigned reading as regards the following question: how did Germany achieve unification?

Second text:

1) Briefly described the Ems Telegraph and Hohenzollern affair in your notebook (+ your own research)

2) Compare the two versions: what has Bismarck altered?

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Unification of Germany - historiography

35. LESSON:

- was German unification primarily the result of successful Bismarckian diplomacy

two perspectives:

a) Contentionalists (example:

b) Naturalist (example:

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Unification of Italy and Germany

34. LESSON:

In class:

-What motivated this process - type of nationalism - see here

- Read in groups two case studies and share your knowledge with your classmates

- Which aging empires suffered from the forces of nationalism?

Italy:

1) Movement During what time period was the greatest share of territory unified in Italy?

2) Which territories did the Italians lose to France during their process of unification?

3) What role did Garibaldi play in the unification of Italy?

Germany:

1) Location What was unusual about the territory of Prussia as it existed in 1865?

2) Movement After 1865, what year saw the biggest expansion of Prussian territory?

3) What advantages did Prussia have in leading the German states to unify?

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UNIT 2. Napoleonic Wars/Congress of Vienna/ Conservatism vs. Liberalism

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UNIT 2. Napoleonic Wars/Congress of Vienna/ Conservatism vs. Liberalism

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33. LESSON:

Metternich and Congress of Vienna

In class:

- read this text and complete the questions

- focus your attention on Metternich's words and terms he used

- compare this text with analyse of Henry Kissinger (slide 5) - do you see some associations?)

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UNIT 2. Napoleonic Wars/Congress of Vienna/ Conservatism vs. Liberalism

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UNIT 2. Napoleonic Wars/Congress of Vienna/ Conservatism vs. Liberalism

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32. LESSON:

Congress of Vienna

In class:

- what were the main goals of this congress (define balance of power)

- Metternich and his background

- Henry Kissinger about Metternich (see slide 5)

- Metternich and his plans (political orientation):

a) considered just and considered possible

b) order through a balance of fear, cooperation, and defensive mechanisms, whether diplomatic or military

c) ability to see the truth behind moral pretensions (realism)

d) Metternich represented eternal principles not a system

- make sure you are able to explain these points and demonstrate their meaning on some examples (like Results of the Congress of Vienna or why Metternich opposed the democratic revolutions in Europe in 1848)

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UNIT 2. Napoleonic Wars/Congress of Vienna/ Conservatism vs. Liberalism

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UNIT 2. Napoleonic Wars/Congress of Vienna/ Conservatism vs. Liberalism

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FINAL ESSAY:

Q.: “The American Revolution was more successful in the long term than the French Revolution?” To what extent do you agree with this statement?

- this form should helps you to prepare your essay structure

- you don´t have to use it (you can write a classical PEE structure if you want)

Deadline:  8. 3. 2018

- write your essay at home (try to finish it in 45 min - be fair and write your time on the bottom of paper)

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UNIT 2. Napoleonic Wars/Congress of Vienna/ Conservatism vs. Liberalism

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UNIT 2. Napoleonic Wars/Congress of Vienna/ Conservatism vs. Liberalism

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Summary:

https://www.youtube.com/watch?v=YVZ4R4L_t2U

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UNIT 2. Napoleonic Wars/Congress of Vienna/ Conservatism vs. Liberalism

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UNIT 2. Napoleonic Wars/Congress of Vienna/ Conservatism vs. Liberalism

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31. LESSON:

BE CREATIVE, BE NAPOLEONIC

Presentation 6

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UNIT 2. Napoleonic Wars/Congress of Vienna/ Conservatism vs. Liberalism

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UNIT 2. Napoleonic Wars/Congress of Vienna/ Conservatism vs. Liberalism

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30. LESSON:

BE CREATIVE, BE NAPOLEONIC

Presentation 5

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UNIT 2. Napoleonic Wars/Congress of Vienna/ Conservatism vs. Liberalism

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UNIT 2. Napoleonic Wars/Congress of Vienna/ Conservatism vs. Liberalism

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27-29. LESSON:

BE CREATIVE, BE NAPOLEONIC

Presentation 4

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UNIT 2. Napoleonic Wars/Congress of Vienna/ Conservatism vs. Liberalism

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UNIT 2. Napoleonic Wars/Congress of Vienna/ Conservatism vs. Liberalism

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27-29. LESSON:

BE CREATIVE, BE NAPOLEONIC

Presentation / Video 3

Napoleon and Catholic Church - video.

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UNIT 2. Napoleonic Wars/Congress of Vienna/ Conservatism vs. Liberalism

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UNIT 2. Napoleonic Wars/Congress of Vienna/ Conservatism vs. Liberalism

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27-29. LESSON:

BE CREATIVE, BE NAPOLEONIC

Presentation 2

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UNIT 2. Napoleonic Wars/Congress of Vienna/ Conservatism vs. Liberalism

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UNIT 2. Napoleonic Wars/Congress of Vienna/ Conservatism vs. Liberalism

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25-27. LESSON:

BE CREATIVE, BE NAPOLEONIC

Group Project

Description:

- Max. 15 min. presentation

- Be CREATIVE! - format is up to you (PP, poster, interview, theatre, TV News, video etc..)

- Be NAPOLEONIC - your presentation must be informative and you have to cover all relevant points (see the instruction below)

TOPICS AND INSTRUCTION:

1) Colonial policy

- french colonies after 1763?
- Saint-Domingue and Haitian Revolution (Toussaint Louverture and Jean-Jacques Dessalines)
- Louisiana before Napoleon and during his reign
- evaluate Napoleon´s colonial ambitions

2) Napoleonic code – Code civil (+ Source)

- present the main points of this Code
- explain why was this Code innovative
- choose two chapters (you think are the most important or innovative) and use it as the evidence for your statements
- link: http://www.napoleon-series.org/research/government/c_code.html

3) Napoleon and the Catholic Church (+ Source)

- describe the changes in the relationship between the French state and the Catholic Church between the years 1793-1804
- you can use this article: http://alphahistory.com/frenchrevolution/cult-of-the-supreme-being/
- discuss this source and use it as the evidence for your statements: http://alphahistory.com/frenchrevolution/decree-cult-supreme-being-1794/

4) Pax Napoleonica – Sister Republic + House of Bonaparte

- describe the political system created by Napoleon before his invasion of Russia
- choose two Sister Republics and compare their development and decide to what extent were these Sister Republics, independent
- discuss how Napoleon use his family members in this new system (recommendation: compare Spain and Holand)

5) Napoleon vs Britain

- what was the attitude of GB toward France during the French Revolution
- Napoleon's planned invasion of Britain? - use this essay: https://www.quora.com/How-well-would-Napoleons-planned-invasion-of-Britain-go-if-he-managed-to-successfully-land-his-entire-Army-of-England-on-British-soil-What-would-his-priorities-be-What-cities-would-he-go-for-What-would-his-route-be
- Battle of Trafalgar (why was so important and was there some connection between this battle and Napoleon´s planned invasion?)
- Napoleon changed the strategy (= Continental System / Continental Blockade)
- very briefly - How Britain participated in the final Napoleon´s defeat

6) Russian campaign and the War of the Sixth Coalition

- very briefly - the situation in Europe before the invasion of Russia (what role played Poland in his plans)
- why Napoleon invaded Russia (you can use this video for your inspiration: https://www.youtube.com/watch?v=2KQ9ZKkeqaY
- why he had failed
- Sixth coalition (battle of Leipzig + evaluate the reasons for Napoleon first fall)

7) The Fall of Napoleon + Hundred Day (3 persons) -

- Treaty of Paris (1814)
- evaluate the peace conditions for France and for the Sixth Coalition
- Napoleon´s return - Hundred Day (battle of Waterloo)
- Treaty of Paris (1815)
- compare and contrast the conditions of these two treaties for France

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UNIT 2. Napoleonic Wars/Congress of Vienna/ Conservatism vs. Liberalism

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UNIT 2. Napoleonic Wars/Congress of Vienna/ Conservatism vs. Liberalism

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24. LESSON:

Napoleon Rise to Power

In class:

Review - French Revolution until 1793 - See the timeline

What three clubs were the most influential (Jacobins, Girondins and Cordeliers)

Reign of Terror (How would you define this time period? What were the key features? What factors helped Robespierre rise to power? Explain, why this period is the most radical period of the French Revolution. What was the situation in Europe that time?)

Changes in the political system after the fall of Robespierre - end of Committee of Public Safety and rise of French Directory (1795-1799).

Rise of Napoleon - nice summary here.

What was the Coup of 18 Brumaire?

French Consulate (1799-1804)

1804 - Napoleon´s coronation

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UNIT 2. Napoleonic Wars/Congress of Vienna/ Conservatism vs. Liberalism

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UNIT 2. Napoleonic Wars/Congress of Vienna/ Conservatism vs. Liberalism

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SELF STUDY - Pre-reading + TWO OUTPUT:

1) Declaration of the Rights of Man and of the Citizen

2) Comparisson of two declaration (text 1 and text 2)

For more information SEE MANAGEBAC

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UNIT 2. Napoleonic Wars/Congress of Vienna/ Conservatism vs. Liberalism

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UNIT 2. Napoleonic Wars/Congress of Vienna/ Conservatism vs. Liberalism

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23. LESSON:

French Revolution - Introduction

In class:

- what were the causes of French revolution?

- recipe for Disaster (social, political and economical reasons)

- what role played the unequal taxation?

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In-class work: Iron Tears + questions

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22. LESSON:

Pre-reading (SEE the Managebac)

In class:

Course of war and its results

To your notebook:

- list of advantages and disadvantages (US vs Britain) - see the presentation!

- development of american constitutional ‘democracy’

- Constitutional Convention

- Human right in US after 1787

In-class work: Iron Tears + questions

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21. LESSON:

In class:

American Revolution or War for Independence

- national story vs historical accuracy

To your notebook:

- situation before 1756

- The Albany Congress (status of the Americans colonists?)

- Join or Die!

- French and Indians war (result, consequences, you should be able to put this event into the historical context).

- Attitude of the British Crown to its colonies in N. America after 1763 - specific example and explanation - Proclamation Act, Sugar Act, Stamp Act etc.

- American reaction and requests (No taxation without representation!)

- three main groups of American colonists and their attitude to the British Crown (Loyalist, Neutral, Radical/Sons of Liberty)

- importance of these two events:

1) Boston Massacre

2) Boston Tea Party

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20. LESSON:

In class:

Enlightened Despots

See this two maps and define the main features of these countries at the beginning of the 18th century and around the year 1800:

1) Habsburg Monarchy (= a large and traditional state, but it contained three historical units with different culture, codes of law, languages, elite etc. - Kingdom of Bohemia, Kingdom of Hungary and Archduchy of Austria)

2) Prussia (= a new rising power, lack of the population, strong military, Prussia contained many different districts with different, tradition, religion /Protestant vs Catholic/, elite etc.

3) Russia (= an enormous large country without the sea access - wars with Sweden and Ottoman Empire, bad communication between the central power and regional government, undeveloped countries etc..)

Case studies:

1) Habsburg Monarchy
2) Prussia
3) Russia

See the presentation below

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19. LESSON:

In class:

Enlightenment - Summary

Read these four texts and complete this summarizing worksheet.

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18. LESSON:

SELF-STUDY:

Voltaire - Candide

- read the extract from one of the Voltaire's satire - TEXT IS ON MANAGEBAC!

- complete the worksheet (try to be specific and use the quotation from the text

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16.-17. LESSON:

Enlightenment

- Link between Reformation, Scientific revolution, Enlightenment, French Revolution and our modern society (consequences and main ideas)

Enlightenment A philosophical movement in eighteenth century Europe that fostered the belief that one could reform society by discovering rational laws that governed social behavior and were just as scientific as the laws of physics.

- What reasons lead to the Enlightenment?

- What was scepticism

- 2 spheres of interest:

1) Summarizing of human knowledge (Denis Diderot and Carl Linné)

2) Ideal society and new social structure

2a) Jean Jacques Rousseau (= Social contract)

2b) John Locke vs Thomas Hobbes (important question - see presentation, different life experiences - English Civil War vs Glorious Revolution 1688)

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14.-15. LESSON:

In class:

Scientific revolution

In your notebook:

Old Oder

- Bible and Ancient authors (Aristotle, Plato, Pythagoras) = two sources of inspiration and highest authority in European science.

- What was the core of Aristotelian physics. (= four elements and spheres, geocentric model - why is the Earth in the centre of our universe?)

- Pythagoras (= Celestial spheres and rotation of planets)

New Order

Nicolaus Copernicus (his theory, heliocentric system, did he completly disproved Aristotle's and Pythagoras's theories?)

Tycho de Brahe (what was the point of his theory and how he combined gelio- and geocentric system)

Johannes Kepler (= Kepler´s laws - did he proved or disproved Copernicus´s theory?)

Issac Newton (= turn to modern science)

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12.-13. LESSON:

In class:

Counter-reformation

- process of counter-reformation and main goals

- what methods were used during counter reformation

- Council of Trent 1545 (Why it was one of the most important council in the modern history of  the Roman Catholic Church? What were the main council’s decrees?)

- Jesuits (Society of Jesus)

- Index Librorum Prohibitorum

- The Roman Inquisition

Complete the worksheet and make sure you are able to describe the role of these three elements in counter-reformation period

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11. LESSON:

In class:

DBG Activity

- Read and examine all documents and write an Pre-IB Essay

Question: Although the Reformation is often viewed as a religious movement, it also significantly affected the political and social spheres of Europe. Assess the validity of this statement.

Deadline (Friday 10. 11. - SEE MANAGEBAC)

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10. LESSON:

In class:

- crisis of the church in 16th century
- what is protestant reformation and counter-reformation
- what was the role of papacy in 16th century and what caused the decline of papal authority
- Martin Luther and Ninety-five theses
- what is the core of Luther's ideology
- John Calvin
- what is the core of Calvin's  ideology (predestination)
- what parts of Europe adopted Protestantism

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9. LESSON:

IT lab activity: Slave voyages

visit this link and complete the worksheet (q.1-10).

Voluntary: (q. 11-15)

Homework:

- Complete this worksheet at home (this homework is valid for all students!) - SEE MANAGEBAC

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UNIT 1 AGE OF EXPLORATIONS - COLUMBIAN EXCHANGE

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UNIT 1 AGE OF EXPLORATIONS - COLUMBIAN EXCHANGE

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Worksheet - Social life in Iberian...

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UNIT 1 AGE OF EXPLORATIONS - COLUMBIAN EXCHANGE

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UNIT 1 AGE OF EXPLORATIONS - COLUMBIAN EXCHANGE

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8. LESSON:

Read this text and complete the worksheet.
complete q. 1, 2 (= OPVL Analysis) and 3.

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UNIT 1 AGE OF EXPLORATIONS - COLUMBIAN EXCHANGE

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UNIT 1 AGE OF EXPLORATIONS - COLUMBIAN EXCHANGE

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7. LESSON:

What is OPVL Analysis:

Origin
Purpose
Value
Limitation

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UNIT 1 AGE OF EXPLORATIONS - COLUMBIAN EXCHANGE

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UNIT 1 AGE OF EXPLORATIONS - COLUMBIAN EXCHANGE

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Group project: Iberian Exploration - PRESENTATION

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UNIT 1 AGE OF EXPLORATIONS - COLUMBIAN EXCHANGE

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UNIT 1 AGE OF EXPLORATIONS - COLUMBIAN EXCHANGE

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Presentation (6. LESSON)

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UNIT 1 AGE OF EXPLORATIONS - COLUMBIAN EXCHANGE

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UNIT 1 AGE OF EXPLORATIONS - COLUMBIAN EXCHANGE

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6. LESSON:

In class:

- what is Columbian Exchange?
- reasons and consequences
- What kind of good was transfered during the age of Columbian Exchange?
- How did the development of European colonies in America alter the natural environment?
- Early systems of forced labor in mining - early slave trade.

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5. LESSON:

Group project: Iberian Exploration

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4. LESSON:

- in-class reading (textbook p. 431-441)

In class:

Group project: Iberian Exploration

You will have class time on Wednesday and the Thursday only to prepare. This means, you should come to next class with any additional materials you need to properly prepare your project.

- Read your in-class reading and make the notes to your notebook (please read the entire text, you will need this knowledge later)

- Prepare the poster (SEE the rubric under and read it very carefully!)

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3. LESSON:

- pre-reading (textbook p. 425-431) - SEE MANAGEBAC!

In class:

- review: Europe in late middle ages (What do you remember about the centres of Mediterranean Sea and main trade routes)

- quiz: How good did you understand your first pre-reading.

You shlould be able to discrabe:
- general goals motivating expansion in Iberia
- why Italy did not participated?
- Portugal vs Spain
- early colonial expansion
- what was the point of Treaty of Tordesillas (1494)

Introduction to the poster conference:

Groups:

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2. LESSON:

introduction to citation forms and academic ethic.

In class:

PP presentation:
- What are citations?
- What is plagiarism?
- What is academic ethic?
- Chicago Style
- Harward Reference Style
- Choose one of these types and be consistent!

Guidebooks for Chicago-Style:

https://www.ivcc.edu/uploadedFiles/emed/writingcenter/Stylebook/ChicagoFormulas.pdf

Guidebooks for Harward Reference Style:

http://guides.library.uwa.edu.au/ld.php?content_id=15709737

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1. LESSON:
- warm up
- student contract
- syllabus - key features
- students questions
- geography and history lessons - textbooks, assignment etc.
- students questions

What you will need:

- gmail account
- create a folder with your name (in this folder there should be two another GEOGRAPHY and HISTORY) - Share with me johanesthomasculus@gmail.com

- log in:
https://padlet.com
https://goformative.com/

In class:

- activity: How were your holydays?